Objections+of+Key+Creativity+Theories+and+Assessments

Divergent thinking tests have become the norm of measuring creativity. There are multiple tests that all measure creativity in distinct ways and each test attempts to measure specific kinds of divergent or creative thinking. Considering that creativity is subjective the ability to objectively manufacture a test to score creativity has come under considerable criticism.

Critiques of the Torrance Test of Creative Thinking (TTCT) According to multiple sources the TTCT though considered to be one of the best tests of creativity has not managed to escape argument of its ability to measure real-world ingenuity. Holland, John worded Torrance’s personal definition of creativity as: a process of becoming sensitive to problems, deficiencies, gaps in knowledge, missing elements, disharmonies and being able to identify the difficult while searching for solutions, all the while having the ability to formulate hypotheses, being able to possibly modify these notions and being able to communicate these notions properly (Holland 1968). The TTCT can and does measure the subjects’ ability to give free flowing thoughts attributed to divergent thinking, but fails to give external validity to whether the original answers are actually socially acceptable responses, so according to many of Torrance's critics Torrance's own test contradicts his personal definition of creativity (Holland 1968). Another frequent critique of the TTCT is that the test manual itself is dull and complicated to read as well as Torrance openly argues with critiques (Lee 2008). The main objection tends to fall into Torrance’s habit of indulging and promoting creativity in people, which in the end many consider the test itself to strongly nurture to people’s creativity rather than objectively measure originality (Holland 1968). Though there are reasonable and numerous objections towards the TTCT being used to measure creativity, researchers and programs alike tend to use the TTCT as a marker for intellectual functioning as well as a predictor towards student or employee capabilities, even though the question of real world validity is still a concern.

Guilford and the Structure of Intellect Assessments (SOI) Guilford's SOI was based on divergent thinking, he had test for both children adolescents and adults. The test that was used to measure divergent thinking and creativity in children Guilford's SOI was objected by his colleagues because it did not parallel with other creativity assessments such as the TTCT (Starko 2009). Guilford's test was also considered to not have valid estimates for scoring the child's responses. As for the Alternate Uses Test for secondary children and adults this assessment was criticized in similar ways to the TTCT (Starko 2009). Just as Torrance's test was objected for promoting creativity in the subject Guilford's SOI has the tendency to increase the subjects score based on the subjects history. Another common objection with SOI and TTCT is that the test manual and instructions are difficult to read and there is not enough information in the manual to fully understand scoring and assessment. The early SOI and the modern SOI-LA have both been criticized for not being open to modern or new ideas as well as responses that are artistic can lower the score of the subject (Starko 2009).

Wallach-Kogan Creativity Test (WKCT) The WKCT has three common objections in the way it scores the subjects divergent thinking, according to research done by Lee, S. The first two criticisms that question the validity of the WKCT have to do with the opacity of response and the third has to do with individual responses juxtaposed with a population of responses (Lee 2008). No matter the meaning of the subject’s response the more he/she responds to each topic the higher their score will be. There is no discrimination of responses, if the subject gives socially unacceptable or ordinary responses their score will still increase with the number of answers given (Lee 2008). The scoring system of the WKCT also doesn’t put into consideration the statistical responses of a population, so even if as a whole a response is common it is will still increase the score of an individual subject (Lee 2008).

Graham Wallas's Stages of Creativity There have been some disagreements with Wallas's Stages of Creativity. There are many conflicting accounts; instances that do not conform to the stages. Additionally, many personal accounts claim that creative thought stems from problem solving itself. Others have pointed out that the stage idea is less about the cognitive process, and more an observation of creativity.